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Unit 3

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Unit 3

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  1. Unit 3 Part I Discourse Focus Part II Reading Selection Part III Nonprose Reading Part IV Comprehensive Reading

  2. Part One Discourse Focus In this section, we will practice reading mysteries. Be prepared to defend your solution with details from the passage.

  3. Class Day Q: How did they know? Mystery One The Museum authorities knew the communication was not an authentic one because of the manner of expressing the dates of the Pharaoh’s reign. All B.C. dates are expressed in the reverse manner from A.D. dates. Thus, for example, Moses lived from 1571 to 1451 B.C.

  4. Ruth’s Birthday Q: How did Ruth prove her story? Mystery Two Her bill smelled of the perfume she’d spilled on her purse.

  5. The Ex-Wife Murder Q: Why did the Professor advise the Inspector to detain Rogers? Mystery Three Rogers could not have known that his ex-wife had been shot unless he had guilty knowledge of the crime. The maid did not say why she had been taken to the hospital, yet Roger’s first words on entering it were “Who shot her”

  6. C a s e # 4 6 3 Q: How did he know? Mystery Four Fordney knew the dog had not bitten Miss Marshall because he found no teeth marks in the dress. Please note the word “immaculate”.

  7. Part Three: Nonprose reading: Bus Schedule In this part, we will read the bus schedules. Bus schedules are often difficult to read. Following are pages of a Denver, Colorado, bus schedule. The accompanying exercises are designed to help you solve typical problems encountered by bus travelers.

  8. Before You Begin • How convenient is the bus service? How often do the buses run? Are there many buses to choose from? • 2. Do buses serve small towns as well as cities? Rural areas as well as urban areas? Do many people ride buses? • 3. Do drivers adhere to a strict schedule? Do drivers wait for passengers who are running to catch the bus? • 4. How do you find out about the buses? Do you use printed schedules to find the appropriate bus routes and times?

  9. 1.In the U.S., bus travelers rely on printed bus schedules. Why do you think this might be? 2.Imagine you are visiting a very large city in the United States for the first time. You plan to take city buses to see some of the city's parks, museums, and important landmarks. What would you need to know about the city's bus system in order to plan your tour?

  10. Exercise 1 • Within the Denver bus system there are many different bus routes. Each route, or line, has a different name and a separate printed schedule. What bus route is this schedule for? • 2. Do you know if this bus goes to the campus of the University of Colorado at Denver? To the Denver Museum of Natural History? 20th Avenue. The schedule does not list the university. But the university was in downtown Denver, so the bus goes near the university. The bus does go by the museum.

  11. Exercise 1 • 3. What are "peak hours"? Why is it important to know if your bus is traveling during peak hours? • 4. How much would it cost two adults and a 5-year-old child to take a local bus ride on a Saturday? “Peak hours” are when the most traffic in on the road: 6-9 A.M. and 4-6 P.M. weekdays. Because the traffic moves slowly, your ability to get to work on time may depend on this knowledge. Also, it costs more to ride the bus during peak hours. $ 2.80 (round-trip: 70 cents per adult each way; children 5 or under may ride free.)

  12. Exercise 1 5. Suppose that all you have is a five-dollar bill. Will you need to get change before you board the bus? 6. If you left your umbrella on a Denver bus, what number would you call to see if it had been found? Yes, you must have exact change or use tokens. 573-2288

  13. Exercise 1 7. If you have questions about bus routes, what number should you call? 8. How much would it cost a handicapped passenger (with proper RTD identification) to ride a bus at noon on a Monday? 303-299-6000 or 1-800-366-7433 or 303-299-6039 (for people with hearing or speech impairments. ) 5 cents

  14. Exercise 2 1. Can you connect to a route 76 bus from a route 20 bus? 2. The westbound bus passes Precedent Health Center? Yes (Wadsworth) T

  15. Exercise 2 3. The eastbound bus stops in front of Children’s hospital. 4. You want to meet a friend at Fitzsimons PX. Does the 20th Avenue bus go directly there? F Yes!

  16. Exercise 3 1. T / F It costs more to take the 8:56 A.M. weekday bus from the Marriott than to take the 9:58 A.M. bus. 2. If you use a wheelchair, which 20th Avenue bus would you take? T All 20th Avenue are accessible to wheelchairs.

  17. Exercise 3 3. If you wanted to meet a friend at Mile High Stadium at 10:00 A.M. on a Wednesday, what bus would you need to catch from the hotel? 4. It's Friday. You want to meet a friend for an 8:00 P.M. dinner at a restaurant on the corner of E. 17th and York. What is the latest bus you could catch from your hotel? The 8:56 A.M. bus will get you there 37 minutes early. The 9:58 will get you there 24 minutes late. The 6:08 P.M. bus.

  18. Exercise 3 5. How many buses go from the Marriott Hotel to Union Station? 6. T / F The Marriott is a convenient place to stay if you want to visit downtown Denver on the weekend. None! F

  19. Exercise 3 7. T / F 20th Avenue buses do not run on Christmas Day. 8. T / F The bus schedule is bilingual. F F

  20. Part Two Reading Selections: Magazine articles In this part, we will have two articles to read. One is Conjugal Prep, and the other is Gene mapping may foster discrimination.

  21. Text A Conjugal Prep • Before You Begin • Why do people get married? Why do some people choose never to marry? • 2. How do you think young people who are considering marriage should be prepared? Is it the responsibility of the family, the school, or religious institutions? • 3. If you were design a high school course to prepare young people for married life, what topics would you include?

  22. Comprehension • 1. T / F The course taught by Cliff Allen requires students to marry, buy a house, and get a divorce. • 2. T / F Allen believes that traditional courses do not adequately prepare young people for married life. • 3. What are the nitty-gritty problems that Allen’s students must face during the course? • 4. T / F One member of a “newlywed couple” must get a job. • 5. How long does the course last? How long are the couples “married”? F T Housing, insurance, and child care T Nine weeks, ten years!

  23. Comprehension • 6. What are some of the events of married life that the students “experience”? • 7. What are examples of the disasters that strike couples in the eighth week of the course? • 8. How has the course affected the marriage plans of some of the students? • 9. Do you think young people in your country/community should be required to take such a course? • 10. Would this course be of interest to gay and lesbian students? Renting an apartment, having a baby, paying medical and other bills a mother-in-law moves in, death, imprisonment Some have found the experience “chastening to their real-life marital plans” Open for discussion. Open for discussion.

  24. Discussion and composition • This is part is open for discussion, and there is no definite answers.

  25. Vocabulary from Context---Exercise 1 • mock • to drown out • to giggle • adjustment • to expose • not real; imitation; false • to cover up a sound • to laugh nervously • a change (made in order to fit a new situation) • to allow to be seen or experienced.

  26. Vocabulary from Context---Exercise 1 • nitty-gritty • trials and tribulations • to strain • alimony • unsettling • to endorse • basic, fundamental • problems • to weaken by force, to put pressure on • money paid to a former wife or husband • disturbing • to give support or approval

  27. Cartoonists Look at Marriage • Which cartoons do you find amusing? Which ones would not be found amusing in your country/community? • 2. Do any of these cartoons illustrate problems for which Allen's course attempts to prepare young people? • 3. Are there situations presented here that reveal universal problems presented by marriage?

  28. Text B Gene mapping may foster discrimination 1. Here are some common English sayings. What do they mean? Do they contain some elements of truth? Are there similar sayings in the languages you speak? a. Like father, like son. b. He's a chip off the old block. c. The apple never falls far from the tree. 2. How might recent discoveries in genetics contribute to an understanding of the assumptions that underlie these sayings? 3. In discussions of personality, most explanations can be described as emphasizing "nature" or "nurture." Where do you stand with regard to these explanations? 4. Would you care if others had a copy of your medical records and learned about your genetic makeup?

  29. Comprehension—Exercise 1 • 1. T / F As a result of research on the human genome, doctors will be able to make better decisions about their patients. • 2. T / F Genome mapping could help you make lifestyle decisions. • 3. T / F Businesses could use genetic information to make decisions about employees. • 4. T / F According to a Time/CNN poll conducted around the time of the publication of the article, the majority of Americans do not want insurance companies or the government to know their genetic code. • 5. T / F The Equal Employment Opportunity Commission supports widespread genetic testing as a way to improve the nation's economy. • 6. T / F A mutation on a chromosome may be a cause of injured or sore wrists. T T T T F T

  30. Comprehension—Exercise 1 • 1. T / F The human genome contains the information that determines your physical appearance and other characteristics. • 2. T / F Each human cell contains a nucleus with 23 pairs of chromosomes. • 3. T / F Each chromosome contains thousands of genes. • 4. T / F Genes are sections of DNA that contain instructions for how you look and act. • 5. T / F There are four chemical components of DNA. • 6. How many genes are contained in the human genome? • 7. Where might you go for more information about the Human Genome Project? T T T T T Thousands Complete reports can be found on line at www.sciencemag.org and www.nature.com

  31. Critical Reading • 1. Following is a list of potential consequences of the genome project. Put a plus sign (+) next to those that you believe are positive and a minus sign (-) next to those that you believe are negative. This is open for discussion.

  32. Critical Reading • 2. Who are the following individuals, and what are their scientific qualifications? What role do they play in the debate over genetics and discrimination? • the reporter who wrote the article. • a Republican senator from Tennessee and a physician. • a Democratic senator from Maine. • A Democratic senator form South Dakota. a.Paul Recer b. Bill Frist c. Olympia Snowe d. Tom Daschle Recer writes newspaper stories that may influence public opinion; Frist, Snowe and Daschle make laws concerning the use of medical research.

  33. Discussion and composition • This is part is open for discussion, and there is no definite answers.

  34. Vocabulary from Context---Exercise 1 • genetics • predictive genetics • chronic • mutations • predisposition • A branch of biology dealing with heredity. • Relating to the future; saying what will happen biologically in the future. • Long term; lasting over a long period of time. • Variations; change in the normal state of things. • Tendency, inclination; likehood of occurring.

  35. Vocabulary from Context---Exercise 1 • promote • insurance • workers’ compensation • discrimination • genome • to assign to a higher position • Protection against possible harm; an arrangement by which a company gives individuals financial protection against harm or disease. • money paid to a worker for injury suffered on the job or for illness resulting from work. • unfair treatment of people usually because of their race, religion, physical handicap or other condition. • The complete picture of genetic information about an individual.

  36. Vocabulary from Context---Exercise 1 • prohibit • dismissing • eliminate • to forbid or prevent somebody from doing something • sending someone away; firing someone from his or her job. • to do away with, to remove completely.

  37. Part Four: Comprehensive Reading Part Four: Comprehensive Reading

  38. Part Four: Comprehensive Reading Vocabulary cheongsam n. 旗袍 ridiculous adj. 荒谬的 bridegroom n. 新郎 conservative adj. 保守的 matron n. 已婚妇女 narcissistic adj. 自恋的; 自我陶醉的 bachelor n. 单身汉 deconstruction n. 解构

  39. Part Four: Comprehensive Reading Translation • symbolize good luck in a traditional Chinese wedding • civil affairs authorities • dissatisfaction with reality • performance artist • out of curiosity 在中国传统婚礼上象征好运 民政局 对现实不满 行为艺术家 出于好奇

  40. Part Four: Comprehensive Reading Translation • 人挤满了广场 • 遵循中国古代婚礼的全部程序 • 依次向每个客人敬酒 • 顶多算个愤青 • 重新考虑异性婚姻 Crowd the square Follow the full procedures of an ancient Chinese wedding Toast to each of the guests in turn An angry Chinese youth at best Reconsider opposite-sex marriage

  41. Part Four: Comprehensive Reading Questions • Why did Liu Ye marry himself? • 2. What inspired him to hold such a wedding? • 3. What do you think of the man’s wedding

  42. Part Four: Comprehensive Reading Suggested answers • The main reason is his dissatisfaction with reality. He thinks marrying himself is a process of deconstruction and reconstruction himself. 2. His friend---a performance artist. 3. Open